Inquiry II Day 4 Defining the Destination Part 2 9:00 Welcome and Opening Activate: 9:15 What’s the Big Deal about Assessment? ·Brainstorm terms associated with assessment ·rate your familiarity with the terms (vocab knowledge scale) ·pre assessment For and AS Acquire: 9:30 Assessment FOR/AS/OF learning Individual pursuit of knowledge Q “What is Assessment FOR, As and Of learning?” ·Read suggested sources ·write a wiki explanation of each of the terms ·group discussion
Apply: 9:50 Collation chart ·share and discuss ·Handout Assessment strategies and have participants place under categories ·Debrief by getting explanations about why people placed them where they did ·Some strategies fit under all 3 (OF/AS/FOR) depending on how they are used (evaluate or describe) 10:15 Assessment and Backwards Design Outcomes/Indicators Assessment Deliberate Learning Activities Assessment Planning: Summative
Choosing a performance task that will allow students to show their learning
(relates to as many indicators as possible)
Decide on the major criteria and the format/tool
Other Summative: ongoing, self-assessment, previous summative, indicators not covered by task
1. Task: ·Significant terms: Authentic, performance, efficacy, social responsibility ·Vocab Activity in groups and share their definition? ·I Do: Oral presentation supported by a PPT to the class that responds to the question “How Do You Make a Friend?” 2. Criteria: ·Major points/categories that you value from the indicators ·Allow for student input when introducing and doing the task ·I DO: Oral, Design, Content
Day 4 Defining the Destination Part 2
9:00 Welcome and Opening
Activate:
9:15 What’s the Big Deal about Assessment?
· Brainstorm terms associated with assessment
· rate your familiarity with the terms (vocab knowledge scale)
· pre assessment For and AS
Acquire:
9:30 Assessment FOR/AS/OF learning
Individual pursuit of knowledge Q “What is Assessment FOR, As and Of learning?”
· Read suggested sources
· write a wiki explanation of each of the terms
· group discussion
Resources:
Rethinking Classroom Assessment with Purpose in Mind (WNCP document)
Apply:
9:50 Collation chart
· share and discuss
· Handout Assessment strategies and have participants place under categories
· Debrief by getting explanations about why people placed them where they did
· Some strategies fit under all 3 (OF/AS/FOR) depending on how they are used (evaluate or describe)
10:15 Assessment and Backwards Design
Outcomes/Indicators Assessment Deliberate Learning Activities
Assessment Planning:
Summative
-
- Choosing a performance task that will allow students to show their learning
(relates to as many indicators as possible)- Decide on the major criteria and the format/tool
- Other Summative: ongoing, self-assessment, previous summative, indicators not covered by task
1. Task:· Significant terms: Authentic, performance, efficacy, social responsibility
· Vocab Activity in groups and share their definition?
· I Do: Oral presentation supported by a PPT to the class that responds to the question “How Do You Make a Friend?”
2. Criteria:
· Major points/categories that you value from the indicators
· Allow for student input when introducing and doing the task
· I DO: Oral, Design, Content